scholarly journals Semantic and Syntactic Features of Constructions with the Meaning of Measure and Degree in Russian

2021 ◽  
pp. 80-94
Author(s):  
I. V. Semenova
Keyword(s):  
Foreign Students ◽  
Main Tool ◽  
Component Composition ◽  
Russian Language ◽  
Multidimensional Analysis ◽  
Scientific School ◽  
Complex Sentence ◽  
Formal Organization ◽  
Syntactic Structures ◽  
Grammatical Aspect

The syntactic structures, that are intended in Russian to express the meaning of measure and degree, are discussed in the article. The relevance of the study is due to the problems of modern syntax, which is aimed at a multidimensional analysis of syntactic structures and the study of the functions of service words involved in their organization. The work was carried out in the traditions of the Vladivostok scientific school, which applied the “from construction” approach to the analysis of syntactic units. It is indicated that this term is used here in a narrow sense as a structure embedded in a complex sentence, having a certain set of components and a specific means of connecting these components. The novelty of the research is determined by the use of the concept of “construction” as the main tool for analyzing syntactic units with the meaning of measure and degree in the formal grammatical aspect. A features analysis of the formation of the semantics of measure and degree within the framework of syntactic structures is presented, the formal organization of these structures is described in detail: the component composition, the “core” of the structure — service complexes used to link components, the role of clarifiers and the possibility of phraseologization of the structure. It is noted that this study is important both for solving theoretical issues that relate to a versatile description of syntactic structures, and for teaching the syntax of the Russian language to foreign students.

scholarly journals SELECTION OF GRAMMAR MATERIAL FOR TEACHING RUSSIAN COMPLEX SENTENCE TO FOREIGNERS

2020 ◽  
pp. 226-234
Author(s):  
Алан Солтанович Цховребов
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Functional Approach ◽  
Foreign Language Teaching ◽  
Complex Sentence ◽  
Syntactic Structures ◽  
Approach To Learning ◽  
Main Components ◽  
Teaching Grammar ◽  
Selection Of

В статье представлен анализ актуального вопроса об отборе и организации грамматического материала в аспекте преподавания русского языка как иностранного (РКИ), поскольку в лингвометодике в курсе РКИ важен учет рассмотренных нами принципов, предполагающих функциональный подход к изучению нового языка. Как известно, при отборе грамматического материала для презентации его в иностранной аудитории следует исходить из цели и содержания, признанных основными компонентами в системе иноязычного обучения. В ходе работы мы пришли к следующим результатам: цель обучения грамматике осуществляется более эффективно, если подача грамматического материала соответствует принципу доступности - он понимается и осмысливается без особых усилий; содержание обучения, отражающее его цель, должно включать элементы речевых моделей, коммуникативно-речевых ситуаций, необходимых для формирования знаний, навыков, умений по синтаксическому аспекту в практике преподавания РКИ. Установлено, что коммуникативно-функциональный подход признан ведущим в практике преподавания РКИ, поскольку предполагает единство функционального и структурно-семантического аспектов, что позволит разработать лингводидактическую модель педагогического воздействия с учетом принципов отбора и организации грамматического (синтаксического) материала, которая включала бы сведения о семантически близких синтаксических конструкциях. The article presents the analysis of the topical issue of selection of grammar material for teaching Russian as a Foreign Language, since it is important to take into account the principles involving functional approach to learning a new language. When selecting grammar material to present it to foreign students, it is necessary to consider the goal and content which are recognized as the main components in the system of foreign language teaching. The author obtained the following result: teaching grammar is more effective if the presentation of grammar material is quite accessible; the training content is to include the speech patterns, speech situations that are necessary to form the knowledge, skills in syntax. The author established that the communicative-functional approach is recognized as the leading one in teaching Russian as a Foreign Language, since it unites functional and structural-semantic aspects. This may help to develop a linguodidactic model of pedagogical influence, taking into account the principles of selection of grammar (syntactic) material, which includes the information about syntactic structures of semantic similarity.

scholarly journals Usage of the V. Dahl’s linguocultural diversity in the process of teaching Russian language to foreign students at the initial stage

2019 ◽  
Keyword(s):  
Foreign Language ◽  
Moral Education ◽  
Foreign Students ◽  
Russian Language ◽  
Syntactic Structures ◽  
Initial Stage ◽  
Language Classes ◽  
Responsible Attitude ◽  
Illustrative Material ◽  
Development Of Students

The article describes the main directions of linguistic work in the process of teaching Russian as a foreign language on the basis of V. Dahl’s linguistic and cultural dichology. At the present time, “The Explanatory Dictionary of the Great Living Russian Language” and “Proverbs of the Russian People” remain the most important scientific lexicographic and folklore by the means of enriching the lexical reserve of foreign students, as well as enriching their spiritual and moral education and the development of personal creative potential. In Russian as a foreign language classes at level A 1, as exercises in phonetics and for pronunciation, we offer tongue twisters from the collection of V. Dahl’s proverbs, and folklore texts are given without semantization. Paremiological material is used during the study of grammatical topics (as illustrative material) and for the development of students' speech. The use of proverbs and sayings during the Russian language classes contributes to the development of students' language intuition, helps to develop a serious and responsible attitude to the word, not only as a means of communication but also as a complex mechanism of influence on the listener, on his mental state. The linguistic personality, along with mastering the lexical minimum, the development of skills and abilities to use lexical material following the grammatical and syntactic structures of the language, masters the concepts of the culture of another society. Systematic work with paremias expands the lexical reserve of foreigners, revives their speech. Appeal to the Explanatory Dictionary by V. Dahl is associated with the work on nonequivalent vocabulary in the course of literature. The teacher’s choice of vocabulary volume, illustrative material, and principles of adaptation of the Dahl’s vocabulary “nest” for use in classes with foreigners in each case depends on the level of the group, the plan of the leson and the time allotted by the teacher to work with lexical material and lexicographic works.

TEACHING INFORMATICS IN A PEDAGOGICAL UNIVERSITY TAKING INTO ACCOUNT FOREIGN LANGUAGE STUDENTS

2019 ◽  
pp. 13-21
Author(s):  
M. S. Zubrilina ◽  
A. A. Zubrilin
Keyword(s):  
Foreign Students ◽  
Russian Language ◽  
Higher Education System ◽  
Russian Higher Education ◽  
State Pedagogical ◽  
State Pedagogical Institute ◽  
And Mathematics ◽  
Independent Work ◽  
Russian Universities ◽  
Theoretical Foundations

The emergence of an increasing number of foreign students in Russian universities indicates the importance of the Russian higher education system in the world community. At the same time, a new problem emerged on the agenda — how to train foreigners from abroad with high quality, taking into account their different readiness in mastering the Russian language and different subject training. The article describes the problems that foreign students face when studying informatics at a pedagogical university. The combined profiles, including “Informatics”, of the Faculty of Physics and Mathematics of Mordovian State Pedagogical Institute named after M. E. Evsevjev were the experimental research site. On the example of the “Theoretical Foundations of Informatics” discipline, the ways of teaching informatics are shown. Examples of assignments, including tasks for independent work, for teaching foreign students to informatics at the specified university are given.

A BRIEF ANALYSIS OF TIME-PREPOSITIONS IN THE RUSSIAN LANGUAGE

2019 ◽  
Vol 18 (28) ◽  
pp. 187-195
Author(s):  
Yabing Zhang
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Russian Language ◽  
Parts Of Speech ◽  
Organic Structure ◽  
Part Of Speech ◽  
True Meaning ◽  
Oral Speech ◽  
The Russian Language

This article is devoted to the problem of using Russian time-prepositions by foreigners, especially by the Chinese. An analysis of modern literature allows the author to identify the main areas of the work aimed at foreign students’ development of the skills and abilities to correctly build the prepositional combinations and continuously improve the communication skills by means of the Russian language. In this paper, the time-prepositions in the Russian language have been analyzed in detail; some examples of polysemantic use of prepositions, their semantic and stylistic shades alongside with possible errors made by foreign students are presented. The results of the study are to help in developing a system of teaching Russian time-prepositions to a foreign language audience, taking into account their native language, on the basis of the systemic and functional, communicative and activity-centred basis. The role of Russian time-prepositions in constructing word combinations has been identified; the need for foreign students’ close attention to this secondary part of speech has been specified. It has been stated that prepositions are the most dynamic and open type of secondary language units within the quantitative and qualitative composition of which regular changes take place. The research substantiates the need that students should be aware of the function of time-preposition in speech; they are to get acquainted with the main time-prepositions and their meanings, to distinguish prepositions and other homonymous parts of speech as well as to learn stylistic shades of time-prepositions. Some recommendations related to the means of mastering time-prepositions have been given: to target speakers to assimilate modern literary norms and, therefore, to teach them how to choose and use them correctly by means of linguistic keys that are intended to fill the word with true meaning, to give it an organic structure, an inherent form and an easy combinability in the texts and oral speech.

Phraseology in Teaching Professional Communication in Russian Language to Foreign Students

2021 ◽  
Vol 10 (4) ◽  
pp. 61-66
Author(s):  
N. Basko
Keyword(s):  
Communication Skills ◽  
Foreign Students ◽  
Communicative Competence ◽  
Russian Language ◽  
Professional Communication ◽  
Economic Discourse ◽  
Linguistic Resources ◽  
Speech Control ◽  
Teaching Professional

The article is devoted to the role and possibilities of using phraseology in teaching professional communication skills in Russian to foreign students. As an example, phraseological units are discussed that are used in professional communication in the field of economics and business. The article contains such linguistic characteristics of phraseological units in the economic discourse as semantics, stylistic properties, etymology, communicative value. Teaching professional communication with the use of phraseology assumes acquaintance of foreign students with the main linguistic characteristics of phraseological units, i.e. with their grammatical properties, lexical and syntactic compatibility, features of functioning in speech. Control tests are aimed at mastering the semantics of phraseological units, at developing the skills and abilities of using phraseological units in professional speech. The author of the article comes to the conclusion that the use of phraseological expressions in teaching professional communication allows to consider phraseology as one of the linguistic resources that contributes to the formation of communicative competence in the professional sphere among foreign students.

scholarly journals COMMUNICATIVE INTENTION AS A FACTOR OF WORD ORDER IN THE UTTERANCE

2021 ◽  
pp. 46-51
Author(s):  
О.Ю. Дементьева ◽  
Ю. Мао
Keyword(s):  
Word Order ◽  
Russian Language ◽  
Syntactic Structures ◽  
Communicative Intention ◽  
The Russian Language

В статье обсуждаются вопросы о порядке слов в русском языке: что подразумевается под порядком слов, в чем его особенности, какие факторы на него влияют. Рассматривается понятие коммуникативной установки говорящего, а также взаимодействие коммуникативной, семантической и синтаксической структур предложения-высказывания. The article deals with the word order in the Russian language: what is meant by the word order, what are its features. what factors determine the word order. The concept of the communicative intention is considered, as well as the interaction of the communicative, semantic and syntactic structures of the utterance.

scholarly journals THE ETERNAL QUESTION IN TEACHING METHODOLOGY: WHAT IS THE SITUATION WITH READING INTEREST OF FOREIGN STUDENTS AND RUSSIAN SCHOOL STUDENTS?

2019 ◽  
Vol 11 (1) ◽  
pp. 56-62
Author(s):  
Daniya Abuzarovna Salimova ◽  
Leysan Atlasovna Akhmetova
Keyword(s):  
Language Proficiency ◽  
Foreign Students ◽  
Cultural Knowledge ◽  
Russian Language ◽  
Teaching Methodology ◽  
Mathematical Methods ◽  
School Students ◽  
Field Methods ◽  
Reading Interests ◽  
Interview Survey

The article deals with one of the problems of contemporary didactics and methodology - lack of reading interests of both foreign students and the majority of Russian pupils. The article presents an attempt to explain a number of reasons that led to the decrease of interest in reading in general. Special attention is given to the fact that implementation of EU competences related to the life in a multicultural society is often associated with the process of reading literature in other languages. It is emphasized that the attitude towards reading among foreign students and Russian schoolchildren is significantly different, which is associated with the level of language proficiency. The leading methods in the study were the following: analysis of scientific and bibliographic literature on the topic; direct practical, so-called “field” methods: questioning; monitoring students and teenage pupils who come to the library; data analysis of the library in the institute and at school; mathematical methods of processing the results. The article presents the conclusions made on the acute problem discussed, which are based on the results of the respondents’ interview survey (15 questions in the questionnaire in total) and direct teaching of the Russian language and literature. The article concludes that foreign students often do not distinguish Russian authors from other foreign writers and poets. A number of specific measures are suggested to draw students’ interest to language, literature and reading. It is pointed out that children’s short moralizing stories should be recommended to foreign students for reading, they can arouse interest in the art of using words, provide linguistic and cultural knowledge and skills

scholarly journals Difficulties faced by a foreign student during their first year of study at a Russian university in the Russian language

2020 ◽  
pp. 205-211
Author(s):  
Alla A. Zhukovska
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Foreign Student ◽  
Russian Language ◽  
First Year ◽  
First Year Students ◽  
The Real ◽  
Level Of Knowledge ◽  
The Russian Language ◽  
Lack Of Knowledge

The article deals with the issue of the language adaptation of foreign students who have left the preparatory faculty and begun their studies in Russian in the first year of the main faculty of the Russian University. The main problem is the lack of knowledge of Russian by foreign students to understand and take notes at lectures, to actively participate in seminars. The article identifies and discusses the main difficulties faced by foreigners while studying in Russia and the reasons of their appearance, analyzes the conditions of training of foreign students at the preparatory faculty and the real results of this training, the main of which is the discrepancy between what foreign students know and are capable of and what they need to know and be able to, becoming the first-year students of a Russian University. Most first-year foreign students find it difficult to study at the same level with Russian students, so they need the support and understanding of not only teachers of Russian as a foreign language, but also teachers of other subjects. It is noted that teachers who don’t specialize in teaching Russian as a foreign language can’t and don’t want to adequately assess the level of knowledge of a foreign student and help them if needed. The article proposes a possible solution to this problem.

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